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Lesson 8 (Ecology of Teaching (7-2 Teacher Characteristics and Student…
Lesson 8
Ecology of Teaching
7-7 Student characteristics and teacher interaction: Socioeconomic Status
family structure
neighborhood
education
classism: the differential treatment of people because of their class background and the reinforcing of those differences
through values and practices of societal institutions
Income
7-8 Student Characteristics and Teacher Interaction: Learning Style
analytical cognitive style: Children who live in families that are structured—members have defined roles, specific times are set aside for eating and sleeping, the family uses formal styles of group organization
relational cognitive style: Children who live in families that are less structured—roles are shared, individuals eat when hungry and sleep when tired—are more likely to exhibit
field-dependent: some children exhibit a holistic, concrete, social approach to learning
field-independent: describes an analytic and logical approach to tasks and usually implies that the person relates well to impersonal, abstract information, independent of the context
Diverse Learning Styles
Musical
.
Spatial
Body kinesthetic
Interpersonal
Linguistic
Intrapersonal
Logical-mathematic
Naturalist
flipped classroom: innovative use of technology that combines videos with teacher interaction
7-9 Student Characteristics and Teacher Interaction: Disability
Adaptation of the curriculum to various learning style
Collaboration with various professional
Individualized instruction
peer tutoring
identification and assessment of children with Disabilities
Congress passed Public Law 99-457 in 1986: addressed the needs of infants, toddlers, and preschoolers with disabilities
To reduce educational costs by minimizing the need for special education and related services after infants and toddlers with disabilities reach school age.
To minimize the likelihood of institutionalization of individuals with disabilities.
To enhance the development of infants and toddlers with disabilities and to minimize the potential for delay.
To enhance the capacity of families to meet the special needs of infants and toddlers.
observe behavior using
Checklists and rating scales
Time samples
Anecdotal records
Measurements of behavior
7-10 Student Characteristics and Teacher Interaction: Risk and Resilience
learned helplessness: the perception, acquired through negative experiences, that effort has no effect on outcome
alcoholism: a chronic, progressive, and potentially fatal disease characterized by excessive tolerance for alcohol and by physical dependence and/or pathologic organ changes
delinquent behavior, such as stealing or violence
frequent physical complaints, such as headaches or stomachache
lack of friends; withdrawal from classmates
abuse of drugs or alcohol
failure in school; truancy
aggression toward other children
risk-taking behaviors
depression or suicidal thoughts or behavior
resilience: the ability to withstand and rebound from crisisor persistent challenges
best when families get involved: better grades, graduate from High school, higher education, more positive, achievement-oriented
risk: endangerment; vulnerability to negative developmental outcome
perinatal (health care)
prenatal
genetic
environmental
feelings of domestic violence: anger, fear, terror, powerlessness, loneliness, confusion, shame, guilt, distrust
7-4 Teacher Characteristics and Student Learning: Expectations
Rosenthal and Jacobson: (Pygmalion in the Classroom) did not predict future intellectual spurt
7-11 Macrosystem Influences: Philosophies of Teaching and Learning
competitive: goal structure students working against each other to achieve goals that only a few students can attain
individualized: goal structure one student’s achievement of the goal is unrelated to other students’ achievement of that goal
cooperative: goal structure students working together to accomplish shared goals
7-3 Teacher Characteristics and Student learning: Management Style
overlap: deal with more than one activity at the same time
Kounin (1970): key to successful management lay in preventive,
rather than consequential, measures.
7-12 Macrosystem Influences: Legislation (The No Child Left Behind Act)
In California, the NCLB Core Academic Subjects for middle/high schools are defined as:
social science (history, government, economics, geography)
foreign languages (specific)
biological sciences, chemistry, geosciences, physics
drama/theater, visual arts (including dance), music
mathematics (including math intervention and California Exit Exam math classes)
English/language arts/reading (including reading intervention and California High School Exit Exam English classes).
authentic assessment: evaluation based on real performance, rather than test performance, showing mastery of a task
NCLB requirement
have at least a bachelor’s degree from an accredited institution of higher education
hold full state certification
demonstrate subject-matter competence for each NCLB core academic subject they teach.
standardized testing: tests in which an individual is compared to a norm on scientifically selected items
accountability: making schools and teachers responsible for student learning or achievement outcomes
7-2 Teacher Characteristics and Student Learning: Leadership Style
Be a role model
Be democratic
laissez- faire: a policy of letting people do as they please; permissive
Relate to students positively
Be a collaborator
Communicate verbally
Be a mentor
zone of proximal development: Vygotsky’s term for the space between what a learner can do independently and what he or she can do while participating with more capable other
Know your students and respond accordingly
7-1 Teacher's Role as Socializing Agent
effective teachers
communicate high expectations for student success
adapt learning activities to the needs and abilities of student
involve students in planning motivating learning activities
ensure success for students by providing guidance and support as they progress through the curriculum
organize the classroom environment to provide time and opportunity to learn
perception: a biological construct that involves interpretation of stimuli from the brain
7-5 Student Characteristics and Teacher Interaction: Gender
Richard Whitmire (Why Boys Fail): worries about boys being shortchanged in K–12
7-6 Student Characteristics and Teacher Interaction: Ethnicity
Generalized Values of the macroculture
Valuation of fairness
More interest in the external world of things and event
Stress on assertivenes
Emphasis on change, flow, movement
Achieved status
Belief in rationalism
Valuation of the work ethic
Emphasis on peer relationship
Emphasis on active mastery
Focus on individual personality
Objective, impersonal relationships to others
Principles of right and wrong
Generalized Values of the microculture
Humility
Learning occurs by observation and being patient
Fostering of sharing and group ownership
Respect and compliance is shown by no eye contact
Orientation toward the extended family
Ascribed status
Present-time orientation
Socialization contrasts between home and classroom
Possessions
Achievement
Objects/people
Social roles
7-13 Mesosystem Influences on Teaching
community
child
family
Jesus: The Perfect Leader
Fixed Principles
Understadning Others
Selfless Leadership
Responsibility
Accountability
Wise use of time
secular leadership
Why Gender Matters
boys look at movement
girls look for faces
hardwired: belong somewhere first to grow
Learning By Faith
Preaching by the Spirit and learning by faith are companion principles that we should strive to understand and apply concurrently and consistently.
The Principle of Action: Faith in the Lord Jesus Christ
evidence of things not seen
action in all intelligent beings
assurance of things hoped for which are true
To Act and Not to Be Acted Upon